Mr. Hilde

Monday

Objective/Standard: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. (RS 3.2)

Activity: LB 908 Quickwrite (15 lines) (BW). Review LRA questions LB 905 #1-10. Pair up with a class mate. Using Bloom’s taxonomy handout, create 10 questions based on the story on LB 909. Three questions must form from level 1, four qestions from levels level 2-4, and three questions from levels 5 and 6. At least one question should deal with the theme.

Assessment: Review of Bloom’s based questions.

Tuesday:

Objective/Standard: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. (RS 3.2)

Activity: LB 915 Vocab development #1-6. Finish Bloom’s taxonomy questions.

Assessment: Review of Bloom’s based questions.

Wednesday:

Objective/Standard: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. (RS 3.2)

Activity: Write a 10 line response to the following quickwrite prompt:

What was easier for you: answering the LRA questions at the end of the story or creating the Bloom’s taxonomy questions? Explain why or why not? Which of these methods made you interact with the story the most?

Answer LRA questions LB 915 #1-10.

Assessment: Quickwrite and LRA questions (FA, IA).

Thursday:

Objective/Standard: Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. (WOELC 1.1)

Activity: Diagnostic preview HB 226 #1-25. Teacher directed review. Independent practice – HB 231 #1-20, 232 #1-10, 233 #1-10

Assessment: Exercises (FA).

Friday

Objective/Standard: Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. (WOELC 1.1)

Activity: Review yesterday’s assignments (BW). HB 238 #1-25, 239 #10, 242 #1-10.

Assessment: Exercises (FA).

Monday

Objective/Standard: Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions. (LS 1.9)

Activity: Peer review persuasive essay based on the film Food Inc. Find and underline the following elements: thesis, three reasons, opposition, summary of main points, call to action. Watch “The Story of Stuff” (can be found on YouTube). Form groups of four. Pick a discussion leader and rule keeper. Discuss questions on the board.

Assessment: Teacher will monitor discusion while walking around (IA).

Tuesday

Objective/Standard: Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions. (LS 1.9)

Activity: Watch “The Story of Bottled Water” (can be found on YouTube). Form groups of four. Pick a discussion leader and rule keeper. Groups will create five discussion questions. Qestions will be swapped with another group and discussed. Class discussion will follow.

Assessment: Teacher will monitor discusion while walking around (IA).

Wednesday

This class period is dedicated to make-up work. There are 22 days of school left. All of you need to look at your progress reports and be sure you have everything turned in.

Thursday

Objective/Standard: Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of
language achieve specific rhetorical or aesthetic purposes or both. (RS 3.3)

Activities: Quickwrite LB 875, 15 line response (BW). Read LB 877-879 and 880-881. LB 882 LRA #1-9 and #1-5 Vocab Development.

Assessment: LB 882 LRA questions.

Friday

Objective/Standard: Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of
language achieve specific rhetorical or aesthetic purposes or both. (RS 3.3)

Activity: Read LB 899-904. Answer LB 905 #1-10. Finish your make-up work.

Assessment: LB 095 #1-10

This week we will be finishing the film Food Inc. Discussion questions and activities will be posted shortly.

1.Name the story.
2.Name the author.
3.Who is the gang’s first leader?
4.Who takes over?
5.Why does he take over?
6.What is T.’s family background?
7.Why is Mr. Thomas’s house valuable?
8.Describe how the house is destroyed.
9.Does T. hate Mr. Thomas?
10.Who was laughing about Mr. Thomas’s house being destroyed?

Monday

Objective/Standard: Draw a comparson and contrast between specific articles that illustrate the writer’s important beliefs or generalizations about life (WA 2.3).

Assignment: Read “Bribing Kids for Good Behavior.” Then, write a 15 line reflection essay that compares and contrasts the Stuart article with the TIME’s article. You essay should also answer the following questions.

1. What is the author saying?
2. How does she say it?

Students will share their findings in a class discussion.

Assessment: Class discussion (IA). Teacher evaluation of student essay (FA).

Tuesday

Click on the link to view the pictures necessary for the assignment below.

http://www.allstarpuzzles.com/spotdiff/00342×125.html

CC Essay Exercise

Wednesday

Create a venn diagram and label each circle “Baseball” and “Soccer.” In the space where the circles intersect, make a list of all the things the two sports have in common. On the soccer side, write a list of all the things that make soccer different from baseball. On the baseball side, write a list of all the things that make baseball different from baseball.

Then, using the sample mini-essay from Tuesday, write a mini-essay. Be sure to consult your text book (pg. 787) to make sure you’re including all the elements that you need in your introduction, body, and conclusion. Your introduction should be 2-3 sentences, compare paragraph should be about 5 (topic sentence, three pieces of evidence, conclusion), contrast paragraph should be about 5 (topic sentence, three pieces of evidence, conclusion), and conclusion paragraph should be about 3-5 sentences.

04.21.10 CC

Thursday

Create a venn diagram and label each circle “City” and “Country.” In the space where the circles intersect, make a list of all the things the two pictures have in common. On the city side, write a list of all the things that make city different from the country. On the country side, write a list of all the things that make the country different from the city.

Then, using the sample mini-essay from Tuesday, write a mini-essay. Be sure to consult your text book (pg. 787) to make sure you’re including all the elements that you need in your introduction, body, and conclusion. Your introduction should be 2-3 sentences, compare paragraph should be about 5 (topic sentence, three pieces of evidence, conclusion), contrast paragraph should be about 5 (topic sentence, three pieces of evidence, conclusion), and conclusion paragraph should be about 3-5 sentences.

This will conclude our revisit of compare and contrast essays.

04.22.10 CC essay 3

Friday

Standard: Students will use a variety of technological and information recourses to gather and synthesize information and to create and communicate knowledge (NCTE 8)

Objective: Think through your own perceptions, ideas, and solutions so that you are better prepared to make thoughtful choices about food.

Source: We will be using the “Discussion Guide” developed by THE CENTER FOR ECOLITERACY for the film Food Inc. All page numbers will refer to this document.

Activity: Opener survey on page 28 (BW). Watch “Fast Food to All Food” of Food Inc. This will be followed with guided discussion questions (pg. 25). Then you will watch chapter two “A Cornucopia of Choices” followed with guided discussion (pg. 34).

Assessment: Teacher led discussion with with guided questions (FA).

Monday:

Objective/Standard:Evaluate the political and social influences of the historical period that shaped the characters, plot, and setting of “The Destructors.”

Activity: Read LB 864-873

Assessment: Quiz on Tuesday (FA).

Tuesday:

Objective: Prepare students for the Benchmark test.

Activity: Test practice on LB 792-797. Students will have 20 minutes to complete the practice test.

Assessment: Teacher will review answers with the students and discuss strategies for answering.

Wednesday: Third Quarter Test

Thursday: Third Quarter Test concludes

Friday: No school.

1.Name the story.
2.Name the author.
3.What acute infectious fever is talked about?
4.How were they able to smuggle Robert L. out of the prohibited area of camp?
5.What did the black American soldiers do to protect themselves from the fever?
6.Does Robert L. live?
7.What is clafoutis?
8.What is dysentery?
9.What is the SS?
10.Name the concentration camp Robert L. was in?

1.Name the story.
2.Name the author.
3.What years did he live?
4.When he arrives in Auschwitz, what factors lead him to conclude that this is “hell”?
5.What does the SS man tell him and the others to do with their shoes?
6.What happens to their shoes later?
7.When morning comes what do the men have to do before they are dressed?
8.Why do they “not dare lift their eyes”?
9.Describe the dehumanizing process that prisoners go through.
10.What is Auschwitz?

1.Name the title of the poem.
2.Name the author of the poem.
3.What years did he live?
4.What do the first two initials stand for in his name?
5.What year did he become a British citizen?
6.What was he awarded in 1948?
7.Where did he receive his undergraduate degree?
8.In 1965 he visited the U.S. So many people wanted to hear him read his poetry that a _____ ______ had to be taken over to hold the audience.
9.What commonly held view did he argue against in regard to poets?
10.How did his family view fame?

1.What is the title of the poem?
2.Who is the author? (First and last name)
3.What years did he live.
4.About how old was he when he died?
5.How did he die? 6.Who was his mentor and model?
7.How many days from when he was listed dead did the war end?
8.Who befriends him at Craiglockhart hospital?
9.What would become his most easily recognizable poetic signature?
10. How does the soldier in the poem die?